2007-08 K-12 Comprehensive Research-Based Reading Plan

.Word Reading (WR)Grade 2 Assessment Decision Tree=Probability of Reading Success (PRS)Red, Yellow or Green Success ZonesComprehension PlacementCalculation Procedure (CPCP)Reading Comprehension (RC)FAIR Broad Diagnostic Inventory (BDI)+(1stVocabulary (VOC)and 3rd Assessments)+(GroupSpelling (SPL)Administration)Beginning of the Year: Teach blends and digraphs in closed syllable words (CVC/VC) , silent e, long and short vowels skillsAP 1, 2 & 3:AP 1, 2 & 3:AP 1, 2 & 3:AP 2 & 3:IF the student’s Targeted Passage score is at or above benchmark and the Probability of Reading Success (PRS) is 84% or lower,THEN review and monitor progress with District Required Literacy Assessments (DRLA) Item Analysis and Running Records.IF the student’s Targeted Passage score is below benchmark and the Probability of Reading Success (PRS) is 85% or higher,THEN administer DIBELS Next oral reading fluency measure to establish a baseline for purposes of progress monitoring.IF the student’s Broad Screen (BS) Probability of Reading Success (PRS) score is 84% or lower,THEN proceed to the FAIR Targeted Diagnostic Inventory (TDI) tasks.IF the student's Broad Screen PRS score is 84% or lower,THEN continue with interventions and progress monitoring with PSI or PASI instead of FAIR TDI tasks.FAIR Targeted Diagnostic Inventory (TDI) Refer to Connections to Multi– Tiered System of Supports Chart on p. 2Task 1: Phoneme Deletion– Initial (PD-I)Task 2: Phoneme Deletion– Final (PD-F)Task 3: Word Building- Consonants (WB-C)Task 4: Word Building– CVC/CVCe (WB-CVC CVCe)Task 5: Word Building- Blends/Vowels (WB-B/V)Task 6: Multisyllabic Word Reading (Multi)Administer Tasks 1-2If a child scores BE (Below Expectations) on Tasks 1 or 2, Then triangulatestudent data to determine if phonological awareness intervention is needed.Provide 30 minutes of intervention daily outside the 90 Minute ReadingBlock. Progress monitor using the PASI 3.1 and/or DIBELS Next PSF.Administer Tasks 3-5If a child scores BE on any of Tasks 3-5, Then stop andadminister the PSI (Phonics Screener for Intervention) to diagnose need fortargeted intervention. Intervention should be provided 30 minutes daily outsidethe 90 Minute Reading Block. Progress monitor using the PSI and/orDIBELS Next NWF.Administer Task 6If a child scores BE on Task 6, Then provide core instruction inmultisyllabic words including multisyllabic words with open and closedsyllables with blends and digraphs. Monitor progress with DRLA and RR.Second Grade Progress Monitoring BenchmarksEnd of 1st 9 Weeks End of 2nd 9 Weeks End of 3rd 9 Weeks End of 4th 9 WeeksPSI Skill Level 6 7 8 9Running Record Level 18 20 24 28FAIR Targeted Passage 2.2 2.4 2.5FAIR ReadingComprehension*High Frequency Words(Fry Word List)Oral Reading Fluency (ORF)50th National WCPM Norms4/5 4/5 4/5125 150 175 20051 72 81 90Fluency, Vocabulary, and Reading ComprehensionStudents should receive 20—30 minutes of daily Immediate Intensive Instruction (iii) in Reading Comprehension and/or Vocabulary if they meet the following criteria: Unsuccessful in reading targeted passage for each assessment period Vocabulary Percentile Score of 40th percentile or below (consult Speech Language Pathologist for appropriate interventions)Note: Decoding is a necessary prerequisite for comprehension. Therefore, Phonological Awareness, Phonics, and Fluency deficiencies should be addressed prior or inconjunction with Comprehension and Vocabulary intervention.*Refer to Treasures Implementation GuideRevised 9.19.2012